Welcome to the May NewsLink! 

I hope you’ve had a wonderful spring semester!

This month’s feature article provides guidelines for creating your first budget. You’ll also find a top ten list for first-year general music teachers, news about Collegiate chapters across the country, tips for a musically productive summer and transition to fall, and resources for graduating seniors.

Fill out the NewsLink survey and receive a free gift!

The first 100 Collegiate members to return the 2007–2008 survey will receive the limited edition Collegiate 60th anniversary pin. The pin is not for sale and was only available to conference attendees. The goal of NewsLink is to support you as you prepare to teach—let us know how we're doing and what you'd like to see in future issues.

Have a fantastic summer!

Anne Wagener
NewsLink Editor

Feature Article: A New Teacher's Guide to the Music Budget

Mary Ellen Cavitt  is associate professor of music education at Texas State University. She received Bachelor's and Master's degrees in music performance from The Juilliard School and a Ph.D. in music education from The University of Texas at Austin. She served as adjunct professor of horn at The University of Texas at Arlington and Southwestern University in Georgetown, Texas, and on the music education faculties of Michigan State University, The University of Arizona, and The University of Texas at San Antonio. She coordinated the instrumental music programs as an administrator for North East Independent School District in San Antonio, Texas. Her current teaching responsibilities at Texas State University include instrumental techniques, educational methods, graduate music education courses, and supervision of student teachers.

© 2008

The Nuts and Bolts of Budgeting

Understanding the basics of your budget is one of the most important parts of your new job. First of all, you may have funds allocated to your program from several sources:

1. your campus principal

2. the central administrative office

3. student activity funds, and/or

4. the parent booster club.

Often, the campus principal controls funds that allow you to purchase music and less expensive equipment or instruments. In some school districts, the central administration offices control large purchases such as expensive instruments, uniforms, travel, and instrument repairs. Student activity accounts may include deposits and withdrawals of fundraisers for music trips, entry fees, or supplies. Many schools have very strict rules about the handling of student activity accounts. The parent booster club may also have a budget that needs to be monitored.

If you have several accounts, you'll need to keep a separate ledger or spreadsheet for each of these accounts. You can write balances and expenditures down manually or keep electronic files. Always know how much you have in each account, and never spend more than you're given.

Ask your administrators how best to request funds, make purchases, and monitor expense accounts. They may suggest that you meet with the school secretary, bookkeeper, or central office finance director. Procedures vary from school to school, so allow plenty of time to ask questions.

Purchase Orders, Requisitions, and Bids—Oh, My!

Understanding the purchasing process and terminology is very important. It might be helpful to go over past records to see how the previous music teacher spent the budget. Many overzealous young teachers spend their entire budget in the first weeks of the job. This can be disastrous when you really need to repair an instrument or purchase music later in the school year. Your job is to conservatively estimate future purchases so that you can get what your students need to be successful. Some school districts begin the fiscal year or budget cycle in August, and many others begin in September. You need to know when you'll lose the previous year's funds and in which month you'll start the new budget cycle.

Purchase Orders

If you spend without permission from your administration, don't expect to be reimbursed! Prior to making purchases, forms called Purchase Orders (POs) or Purchase Requisitions must be filled out. These forms may require that you know budget codes. These codes (or numbers) explain to the administrators from which area you would like the funds withdrawn. For example, if you budgeted funds specifically for repairs, you would be required to type in a particular budget code when requesting an instrument repair. One of the first challenges is determining which funds can be used for specific purchases.

Estimating purchases can be difficult if you don’t know exactly how much you want to spend before you go to a music store. Some school districts set up “open POs,” meaning that when you go to the music store, you can spend freely within the approved amount or lump sum from your budget.

Competitive Bids and Capital Outlay

For costly items, you may need to acquire a competitive bid. Each school district has a set amount over which you must acquire bids. Examples of items that are usually bid out include uniforms, instruments, and furniture. For example, if your district's "magic amount" is $1,000, you'd have to get a bid for any instrument that costs more than that. Funds spent on expensive instruments and equipment are usually called capital outlay and are intended to be long-term assets.

Capital outlay is also defined by the amount that the equipment costs. Capital = money and Outlay = spending. For example, in some school districts, items over $500 are considered capital outlay. Items under this amount can be purchased out of the normal budget. Most music companies radically reduce (as much as 50%) the price that they're willing to sell expensive items to school districts. They do this as a service to school districts, but they still make a small profit.

When asking for bids, describe your item in specific detail (including brand, model number, and additional equipment required). If you order an instrument, don't expect it to arrive with a case, specific mouthpiece, neck strap, or lacquer unless you have specified it.

Unlike brass and woodwind instruments, string instruments are not set up and ready to play at the factory. If you're ordering string instruments, let the company know the "set up" (of neck angle, fingerboard, sound post, pegs, bridge, strings, etc.) and delivery of the instruments are included in the bid. Prior to getting uniform bids, make sure that administration, parents, and school board are in agreement about the style and color ordered. It's best to require that the uniform bids include a completed sample uniform made to your specifications so that you can make comparisons about quality and fit.

When you submit a purchase order, you're requesting that the school district encumber the funds to ensure that when you travel to the music store, funds are approved and readily available for your use. To encumber funds means to reserve or hold funds in place. If you make a purchase order for $400 to spend music but only spend $300 with the music store, $400 will be encumbered until the school district pays the bill. After the purchase order has gone through, you'll get your $100 back in the account specified for music. This is why it's so important to monitor each account.

How to Make the Most of a Low Budget

What if you don’t have enough money in your budget?

• The most important focus needs to be on teaching and helping students to be successful. Administrators are much more likely to fund successful programs that attract lots of students.
   
• Fundraise. Research the rules in your school district, and be creative. Ask if you can use corporate sponsors or grants, and find out about the benefits of incorporating your booster club.
  
   
• To request additional funds from your principal:
  1. Schedule an appointment to discuss the needs of your program.
  
  2. Prepare a typed handout that lists the needs in priority. Be concise.
  
  3. Be prepared to justify your requests. Include past budget items, and explain why you need an increase (for example, the cost of the instruments increased; your transportation budget is affected by the cost of gas; your enrollment increased).
   
• Discuss how the music program will benefit the whole school. Visit MENC's Advocacy page for ideas.
   
• Communicate well with your administrators all year, not just when your program needs something.
   
• Use what you purchase—show your administrators and the community how your new equipment is being used.
   
• Understand the chain of command. Don't overstep your bounds by asking a school board member for funding without first going to your principal or music supervisor.
   
• Be conservative with instrument maintenance and repairs. Teach students instrument maintenance, cleaning, and repair for as many of the instruments as you can.
   
• Look in your music library before purchasing. Borrow music from your neighboring school's music library.

The bottom line is that you can have a successful program with just about any size budget. Teach well, expect great things from your students, and create a program that the administration and community would like to help.

The Top 10 Things Every First-Year General Music Teacher Needs to Know

by Jennifer C. Langlotz, Elementary General Music Teacher, Trails West Elementary, Centennial, CO

1. Study your state and national music standards and your current district’s curriculum or course of study for general music.
   Most districts base their curricula on the state standards, so it's helpful to know them by heart. The standards also give you a general scope of what you need to cover in your classroom. If students, parents, or administrators question your choice of classroom activities, you can refer back to the specific standard(s) for that lesson.
    
2. Classroom management is key.
   Clearly state your behavioral expectations, and have them posted so you can occasionally refer back to them. Be fair and consistent, and always follow through. Discuss with your students why your expectations are important.
    
3. Stay organized.
   Always be prepared for every class. Study your lesson plans, and anticipate how they'll go. You can often make adjustments that will improve the lesson before you teach it. Have extra activities on hand just in case you need them. Be organized, and plan for concerts well in advance. Make lists that you can refer back to when you have a few minutes of free time (because that is often all that you will have).
    
4. Continue learning and improving your skills.
   Take workshops, and go to conferences. These opportunities will provide you with kid-tested lessons. You should also try to observe other teachers to see how different approaches work.
    
5. Get a mentor.
   Many districts assign mentors, but they're often not music teachers. While teachers of other subjects can certainly help you with skills such as classroom management, you should also find a fellow music teacher who can guide you through your first year. Other music teachers in your district or neighboring districts have been in the exact same position as you, and most are more than happy to help.
    
6. Get to know your fellow teachers and staff.
   This can often be a challenge because many general music specialists travel between buildings. Don’t be afraid to ask questions and make small talk if you get the chance. Ask teachers what they're covering, and incorporate these things in the music classroom. Not only can this be a great way to get students to relate music to other subjects, it also shows students that music is an integral part of life. Get to know the office managers and building engineers as well. They're a wealth of information and know about your school’s ins and outs. You'll need their help with performances.
    
7. Develop good rapport with your students, and get to know your school’s culture.
   Start by sharing general information about yourself, such as where you lived or taught before your current position, and why you're excited to begin working with the students. Add little tidbits from your own experience into lessons. This will make you more approachable, and students will feel more comfortable with you. Allow time for them to share personal experiences that relate to lessons.
    
8. Get parents involved in your music programs.
   General music teachers have a lot on their plates come concert season, so delegate simple jobs such as hanging posters and taking attendance to trustworthy parents. They'll often volunteer to help with other jobs and will appreciate all of your work on lessons and concerts.
    
9. Find out what your administrator’s performance expectations are before the beginning of the year.
   For instance, will you be putting on concerts in every grade level? What about choir concerts? What time of year? These are often already in the schedule. You can also take this time to get feedback from your principal about your performance ideas.
    
10. Be flexible.
    Music teachers are often asked to perform various feats such as working their school’s sound systems for nonmusical events or even giving up their space once in a while (if they have one).
    
    However, during those grade-level musicals or talent shows, you may need other staff members' help. People will be more willing to help you out if you've helped them in the past. Of course, if other staff members ask you to do things that continuously take learning time away from your students, stand your ground! Always remember, your students’ needs come first.

Stay in Tune this Summer and Fall

Got sunblock on the brain? Before you check out for the summer, here are some ways you can make the transition to fall easier for your Collegiate chapter and prepare for your music teaching career.

Plan Your Chapter's Transition to Fall

Elect your officers for the next school year. New officers will need to prepare their transition to leadership and obtain old materials and advice from former officers. Many new recruits arrive in the late summer before school begins. If done now, you can take advantage of the spring and summer months to target new members.

Plan activities such as the following to recruit new members.

• Send an invitation letter to all incoming freshmen in the music department describing MENC and providing information on when and where your first meeting will be. 
   
• Establish a Big Brother/Big Sister program that pairs incoming freshmen with established chapter members. This will personalize your chapter by getting everyone involved.
   
• Set up a table displaying MENC materials at freshman orientation or a student activities fair.
   
• Send out a flyer about your chapter to a targeted group such as new music education majors, undeclared freshmen, or education majors. 

Graduates: Use MENC's Resources to Jump-Start Your Career

• Take advantage of our one-time offer to join MENC at a special introductory rate of 50% off regular dues! Look for information and an application form in your mailbox soon. If you don't receive a packet, contact Betty Cook at 800-336-3768.
  
  When you join, you'll also receive a free copy of the Teacher Success Kit, a must-have for the new music teacher. The Kit provides support on over 50 topics including getting organized, planning a school year calendar, managing your classroom, and conducting effective rehearsals.
   
• Visit MENC's Career Center, a benefit of your membership, which lists postings from across the country!
   
• Start populating your teaching resource library.
   
• Check out MENC's annual list of summer study opportunities.

Chapter Corner

SVSU Member Entertains at "High Tea on the High Seas"

Collegiate MENC member Melissa Miller wowed the audience in the Muse and Brunch concert series at Michigan's Saginaw Valley State University. On March 30, she participated in a performance entitled “High Tea on the High Seas: A Salute to Gilbert and Sullivan,” which included selections from Pirates of Penzance, The Mikado, The Gondoliers, and H.M.S. Pinafore. Audience members enjoyed tea and scones as they watched the performance, which was free and open to the public.

The performers dressed up like the characters they portrayed with costumes from a local antique shop. “It's fun being able to dress up like the characters you are portraying. I believe it enhances the experience as it places each performer into the role of the character,” she said.

This is Miller’s third consecutive year performing in the Muse and Brunch series. Themes for other years have included Broadway and a foreign language buffet. Miller had a blast participating in the event and working with vocalists, students, and professors from the music and theatre departments.

Western New Mexico University (WNMU) Hosts Sight-Reading Festival

by Charlene Bruton, Vice-President, WNMU Collegiate Chapter

Western New Mexico University faculty have had a band sight-reading festival for surrounding area schools in January for the last 20 years—until this year. The staff decided to not have one and didn't want us to host one either, but in December, our new advisor suggested that we do a choral sight-reading festival instead.

Event Logistics

We invited local schools from up to 70 miles away, charging a $5 nonrefundable entry fee, with no auditions. We asked for registrations to be in by the first of February. We set it up for two choirs, one middle school and one high school. Other logistics included
 

• Recruiting directors/clinicians for the HS and MS choirs
• Recruiting and deciding fees for accompanists
• Selecting a date that would ensure a high participation rate and ideal building access
• Determining clinician fees
• Sending out letters and registration forms

Because we planned for the entry fees to cover the clinician and accompanist fees, we decided to host a cookout fundraiser for our club in conjunction with the festival. We offered a cookout plate of hamburgers and hot dogs, chips, salad, the trimmings, a drink, and cookies, and we charged $4.50 a plate. Local grocery stores provided donations or discounts to reduce our costs. That way, we were able to cover initial costs with club money.

The Event

On Friday, February 22, we held the festival. Behind the scenes work started at about 7 am, and registration began at 9 am. We had 120 students attend the event. We gathered them in one place to welcome them, introduce clinicians, and go over rules and the schedule for the day. We then split them into their groups and let the clinicians work with them. Two club members were assigned to each room to assist clinicians. Other club members observed and helped with whatever came up.

Our university has two choral groups, and both performed at the concert that evening. Our show choir opened, the middle school choir followed, then the HS choir, and the university choir performed last. At the end of the program, we invited all the participants on stage for our mass choir number! It was an awesome sight to see 140 people on stage singing one song! The number we chose was “Music Speaks” by Michael Adlert and Brad Green, arranged by Andy Beck. We thought it appropriate and we also used it as a plug for the upcoming Music In Our Schools Month!

All of the university staff was very helpful and supportive. Our advisor and our music department head grilled for the cookout. We also recruited a few extra family and friends to help with the meal prep and cleanup. We started cooking about 30 minutes before the announced time of the meal break so that we could get everyone fed in the time allotted. We had a great success!

*** Tell us what your chapter's been up to! E-mail your stories and pictures to annew@menc.org or mail them to Collegiate NewsLink, 1806 Robert Fulton Drive, Reston, VA 20191.

Member Benefit Spotlight

Find It All on the New MENC Web Site!

Free lesson plans, upgraded Career Center, advanced online forums, and more ...

My Music Class is MENC’s new teaching idea center and lesson plan library, available exclusively to MENC members.

The library is searchable by teaching level, teaching area, and national standard. The resource debuted in April and already has over 500 lesson plans—and it's growing fast!

My Music Class is a fantastic resource that will give you added support your first and every year of teaching. Check it out at www.menc.org/lessons.

MENC's new and improved Career Center provides information on jobs in music and includes a searchable job database.

Our upgraded online forums will help you connect with veteran teachers who can provide you with crucial support for your first year of teaching and beyond.
 

Conn-Selmer Institute

An event for all present and future music educators

The Conn-Selmer Institute is an annual event for music educators to explore what it means to teach music, collaborate with other educators, and have fun! Visit www.csinstitute.org to learn more.

Conn-Selmer is sold out for 2008 with 400 attendees. Look for 2009 information next fall, and sign up early!

Here's what some Collegiate students had to say about this event:

“Absolutely awesome. Here is where we learn about the evolution of the profession.”
Joe Kuhuman, Ohio University

“It’s great, fun, and refreshing!”
Rodulf Crevini, Acessandria Conservatory, Italy

“You learn so much professionally and personally. Come as a sponge, ready to soak up all you can.”
Meg Kilmer, Susquehanna University

Current News & Announcements

May Monthly Special: Fantastic MIOSM Price Breaks!

The May MENC member monthly special features all of the remaining MIOSM items. All items are limited quantity, so order early and stock up on fun supplies for end-of-the-year gifts or class prizes.

In May only, MENC members can purchase every 2008 MIOSM item for half off the member price—or more!

Buy one or buy two dozen, but get them now! Quantities are limited, and when these are gone, you won’t be able to purchase them anywhere!

• #6001 – Buttons - $3.75
• #6002 – Lapel Stickers - $5.60
• #6003 – Memo Pads - $2.25
• #6006 – Pencils - $2.25
• #6007 – Keytag/Picture Frame - $1.10
• #6008 – Sticky Pad/Pen Set - $1.50
• #6009 – Poster - $1.00
• #6010B–F – T-shirt, adult sizes - $5.60
• #6010G–I – T-shirt, youth sizes - $4.85
• #6011 – Travel Mug - $3.75

No additional purchase is required. This special is not available at state conference resource shops. Call 800-828-0229 to order.

Caitlin Merie Hurrey Memorial Scholarship for Collegiate Members

The Caitlin Merie Hurrey Memorial Scholarship Fund is part of MENC's Fund for the Advancement of  Music Education (FAME) and provides four scholarships annually. A $500 scholarship is awarded to one MENC Collegiate senior for professional development. For more information, visit the Caitlin Scholarship page.

Join Us at the National Anthem Project Flag Day Celebration!

Due to the amount of positive feedback we received about our successful finale event this past June, MENC plans to continue the National Anthem Project by holding an annual summer celebration.

This year’s event will be during Flag Day weekend, June 12–15, 2008, in Washington, DC, and will include concerts on the Mall and a national anthem sing-along. To learn more and register for this event, please visit the Web site of American Musical Salute, the official tour and concert provider of the National Anthem Project, at www.americanmusicalsalute.com. You can also call 800-626-8590.

Music Education Needs YOU!

Music education needs passionate people like you to advocate for every child's right to learn music in school. Check out MENC's advocacy resources to stay informed about music education policy and for guidelines on how to be an effective advocate. The advocacy page includes

• The Recorder — MENC's legislative news feed,
• information about advocacy programs and events,
• and much more!

Latest Issue of General Music Today Now Available

General Music Today (GMT) is a respected journal that offers articles to keep you on top of emerging trends, effective lesson ideas, and new materials for teaching general music at all levels.

Articles featured in this Special Focus issue on Music and Literacy include
 

• Making Music, Reaching Readers: Making Powerful Connections Possible for Young Students
• Enhancing Language Skills through Music 
• Early Childhood: The Power of a Song
• Classroom Connections to History, Stories, and Literature

Access the current issue for free online at www.menc.org/resources.

May Music Education Mentors—Network with Music Education Experts

Do you have questions about teaching music or finding a career? MENC's mentors have the answers!

Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, and general music. In addition, the general music forum features a guitar mentor and a mariachi mentor each month. The mentors are veteran teachers who provide advice in response to your teaching questions. Visit www.menc.org/forums to post questions and read responses, and to see the new, upgraded forums now available.

Meet the May Mentors:

Band mentor Oland Summers has taught in the public schools of Indiana and Illinois in all levels of music from elementary through high school. He now teaches music education courses and supervises music student teachers. 

Chorus mentor Milton Scott has recently been appointed to Millikin University in Decatur, Illinois, as an adjunct assistant professor, supervising student teachers in music education. He is the choir director at First Lutheran Church, a position he has held for 39 years.

General Music mentor Patrick Ware is the Virginia Elementary Music Educators Association President. He has several compositions in print through Beatin’ Path Publications including works for treble choir and Orff Ensemble. Patrick teaches K–3 movement, 4–6 general music, and choruses in Fairfax County, Virginia.

Guitar mentor Bill Purse is a full professor and chair of the music technology and guitar departments at Duquesne University in Pittsburgh, Pennsylvania, where he was instrumental in the development of two new majors—music technology and sound recording technology. He is a composer, arranger, and producer in radio and television.

Orchestra mentor Gabriel Villasurda recently retired from the Greenville, Michigan, Public Schools. He is a fully certified Suzuki violin teacher and has taught using the Suzuki method in England, Holland, Ohio, Michigan, Arkansas, Indiana, Texas, and Hawaii.

Mariachi mentor Adam Romo teaches in the Clark County School District of Las Vegas, Nevada, which has one of the largest mariachi programs in the country.